ShaReD

What is video data in education?

audiovisual recordings
captured within educational settings (primarily classrooms)
for the purpose of conducting scientific research (Andersson & Sørvik, 2013; Corti, 2000)

shiksastudio on youtube

What is video data in education?

(Kristen et al., 2018)

(Troll et al., 2023)

What is video data in education?

Diverse research designs

Depending on the research interest, e.g.

longitudinally observe one group/teacher (Syring et al., 2023)
cross-section over specific subject & grade (Grünkorn et al., 2020)

Connected with other data sources

Student assessment

Student survey

Teacher survey/interview

Why is video data powerful?

1. direct observation
grants insights into processes and practices of learning and instruction

2. high degree of richness/complexity

spoken word, intonation, modulation
facial expressions, gestures, postures
positioning and orientation in the room
temporal sequence and simultaneity of events
…

3. allows for nuanced evaluations
repeating or manipulating (vs. in situ observation)

(Derry et al., 2010; Lahn & Klette, 2023)

Why is video data powerful?

1. direct observation
grants insights into processes and practices of learning and instruction

2. high degree of richness/complexity

spoken word, intonation, modulation
facial expressions, gestures, postures
positioning and orientation in the room
temporal sequence and simultaneity of events
…

3. allows for nuanced evaluations
repeating or manipulating (vs. in situ observation)

(Derry et al., 2010; Lahn & Klette, 2023)

Major contributions

theory of teaching and learning
new perspectives in teaching research

TIMSS-Video (Stigler et al., 2000)
IPN-Video Study (Seidel et al., 2006)
Pythagoras-Study (Klieme et al., 2009)
PERLE-Study (Lipowsky et al., 2014)
DESI-Study (DESI-Konsortium, 2008)
IGEL-Study (Fauth et al., 2014)
TALIS-Video Study (Grünkorn et al., 2020)

Why is video data powerful?

1. direct observation
grants insights into processes and practices of learning and instruction

2. high degree of richness/complexity

spoken word, intonation, modulation
facial expressions, gestures, postures
positioning and orientation in the room
temporal sequence and simultaneity of events
…

3. allows for nuanced evaluations
repeating or manipulating (vs. in situ observation)

(Derry et al., 2010; Lahn & Klette, 2023)

video predestined for multiple analyses from different perspectives

high cost: producing quality video data heavily taxes financial, personal and time resources

ShaReD

Findable

ShaReD

Findable

ShaReD

Accessible

ShaReD

Interoperable

ShaReD

Reusable

Project phases & focus areas

SCREENING

Which videos are available?
Which resources are available?
Possibilities & limits in the ecosystem
Cooperation with similar projects

DEVELOPMENT

Measures for further development of the ecosystem
Expanding the availability of videos
Creation of guidelines, handouts, training courses

TESTING

User studies & evaluation
Implementation of first training courses with evaluation
Presentation of the concept at conferences
Development of dissemination strategies

SUSTAINABILITY

Materials for the implementation of training courses
Materials for the production of videos

Project phases & focus areas

SCREENING

Which videos are available?
Which resources are available?
Possibilities & limits in the ecosystem
Cooperation with similar projects

DEVELOPMENT

Measures for further development of the ecosystem
Expanding the availability of videos
Creation of guidelines, handouts, training courses

TESTING

User studies & evaluation
Implementation of first training courses with evaluation
Presentation of the concept at conferences
Development of dissemination strategies

SUSTAINABILITY

Materials for the implementation of training courses
Materials for the production of videos

Project phases & focus areas

SCREENING

Which videos are available?
Which resources are available?
Possibilities & limits in the ecosystem
Cooperation with similar projects

DEVELOPMENT

Measures for further development of the ecosystem
Expanding the availability of videos
Creation of guidelines, handouts, training courses

TESTING

User studies & evaluation
Implementation of first training courses with evaluation
Presentation of the concept at conferences
Development of dissemination strategies

SUSTAINABILITY

Materials for the implementation of training courses
Materials for the production of videos

Project phases & focus areas

SCREENING

Which videos are available?
Which resources are available?
Possibilities & limits in the ecosystem
Cooperation with similar projects

DEVELOPMENT

Measures for further development of the ecosystem
Expanding the availability of videos
Creation of guidelines, handouts, training courses

TESTING

User studies & evaluation
Implementation of first training courses with evaluation
Presentation of the concept at conferences
Development of dissemination strategies

SUSTAINABILITY

Materials for the implementation of training courses
Materials for the production of videos

Current projects

Barriers and facilitators to sharing and reusing

Which factors contribute to classroom videos being shared or reused?

Barriers and facilitators to sharing and reusing

Which factors contribute to classroom videos being shared or reused?

Sharing:

36 publications on the analysis of instructional videos in 2022
in 13 there is a “data statement” (all in journals with a corresponding commitment)

in 0 there is a “data statement” if this is not mandatory by the journal
classroom videos from 1 publication were shared (own website, not RDC)

Barriers and facilitators to sharing and reusing

Which factors contribute to classroom videos being shared or reused?

Sharing:

36 publications on the analysis of instructional videos in 2022
in 13 there is a “data statement” (all in journals with a corresponding commitment)

in 0 there is a “data statement” if this is not mandatory by the journal
classroom videos from 1 publication were shared (own website, not RDC)

Reuse (FDZ Bildung):

296 total applications (video data)
(annual report 2022)
Coverage via reporting and google alerts underestimates coverage (covers approx. 75%) (Daniel et al., 2023)
Between 2016-2022: 8 publications and reports recorded (excluding students & teaching)

Barriers and facilitators to sharing and reusing

Which factors contribute to classroom videos being shared or reused?

Systematic Review
(top-down)

Search for
- scientific studies
- Position papers, guidelines, checklists, surveys
Focus on video data or qualitative data

Barriers and facilitators to sharing and reusing

Which factors contribute to classroom videos being shared or reused?

Systematic Review
(top-down)

Search for
- scientific studies
- Position papers, guidelines, checklists, surveys
Focus on video data or qualitative data

Delphi-Study
(bottom-up)

Experts:
- FDZ employees
- (Non-) reusers, (non-) providers
- …
Complement and evaluate factors

Barriers and facilitators to sharing and reusing

Preregistration
https://doi.org/10.17605/OSF.IO/7FP5S

Open Data
So far on the github repo
(will be zenodo)

Barriers and facilitators to sharing and reusing

SCREENING

Which videos are available?
Which resources are available?
Possibilities & limits in the ecosystem
Cooperation with similar projects

Guideline and resources for researchers

What are the steps involved in sharing/ reuse?
Which resources facilitate these steps?

Guideline and resources for researchers

What are the steps involved in sharing/ reuse?
Which resources facilitate these steps?

Conceptual manuscript
(submitted)

Shows typical steps of sharing and reuse
Deliberately skips unspecific steps (e.g. data analysis)
Co-authors: Schreyer, Kunter, Porzelt

Guideline and resources for researchers

What are the steps involved in sharing/ reuse?
Which resources facilitate these steps?

Example: Informed Consent

classroom videos are necessarily personal data
need to specify the purpose, also those of future reuse
anticipation of reuse typically not possible

Guideline and resources for researchers

What are the steps involved in sharing/ reuse?
Which resources facilitate these steps?

Example: Informed Consent

classroom videos are necessarily personal data
need to specify the purpose, also those of future reuse
anticipation of reuse typically not possible

Resources

broad consent:
“The videos collected in this study are used by other researchers for research into teaching quality.”
Checklist of legally sound consents (VerbundFDB, 2019)
Template informed consent, standard language (VerbundFDB, 2019)
Template informed consent, easy language (VerbundFDB, 2019)
Explanations & template (DGPs)

Guideline and resources for researchers

SCREENING

Which videos are available?
Which resources are available?
Possibilities & limits in the ecosystem
Cooperation with similar projects

Further aspects

Podcast episode

Episode on classroom videos

GEBF 2024

Contribution to symposium (Schreyer)
“Hilfreiche Ressourcen und Arbeitsschritte für die Bereitstellung oder Nachnutzung von Unterrichtsvideos”

Data acquisition

Extension of the offer to FDZ Education
Contact with several projects is slow

EARLI SIG 4/17 2024

Contribution “Collaborative space”
“Promoting Open Science in Learning Research: Collaborative Exploration of Future Directions”

Next steps

Guideline on “Repository or research data center?”
pilot projects: Automated evaluation of classroom videos

References

Andersson, E., & Sørvik, G. O. (2013). Reality Lost? Re-Use of Qualitative Data in Classroom Video Studies. Forum Qualitative Sozialforschung, 14(3). https://doi.org/10.17169/fqs-14.3.1941

Corti, L. (2000). Progress and Problems of Preserving and Providing Access to Qualitative Data for Social ResearchThe International Picture of an Emerging Culture. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, Vol 1, No 3 (2000): Text . Archive . ReAnalysis. https://doi.org/10.17169/FQS-1.3.1019

Daniel, A., Jakowatz, S., Jung, N., Kleine, L., Kocaj, A., Meyermann, A., Mozygemba, K., & Schuster, A. (2023). Die Erfassung von Publikationen aus der Datennutzung: Verfahren, Herausforderungen und Nutzen.: Ein Erfahrungsbericht von Forschungsdatenzentren. RatSWD Working Paper. https://doi.org/10.17620/02671.80

Derry, S. J., Pea, R. D., Barron, B., Engle, R. A., Erickson, F., Goldman, R., Hall, R., Koschmann, T., Lemke, J. L., Sherin, M. G., & Sherin, B. L. (2010). Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics. Journal of the Learning Sciences, 19(1), 3–53. https://doi.org/10.1080/10508400903452884

DESI-Konsortium (Ed.). (2008). Unterricht und Kompetenzerwerb in Deutsch und Englisch: Ergebnisse der DESI-Studie. Beltz.

Fauth, B., Decristan, J., Rieser, S., Klieme, E., & Büttner, G. (2014). Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes. Learning and Instruction, 29, 1–9. https://doi.org/10.1016/j.learninstruc.2013.07.001

Grünkorn, J., Klieme, E., Praetorius, A.-K., & Schreyer, P. (2020). Mathematikunterricht im internationalen Vergleich. Ergebnisse aus der TALIS-Videostudie Deutschland. pedocs.

Klieme, E., Pauli, C., & Reusser, K. (2009). The Pythagoras Study. Investigating effects of teaching and learning in Swiss and German mathematics classrooms. [Online; Gedruckt]. In T. Janik & T. Seidel (Eds.), The power of video studies in investigating teaching and learning in the classroom (pp. 137–160). Waxmann.

Kristen, C., Stanat, P., Kogan, I., Lorenz, G., Gentrup, S., & Rahmann, S. (2018). Unterrichtsbeobachtung - KuL. Kompetenzerwerb und Lernvoraussetzungen (KuL). https://doi.org/10.7477/287:1:0

Lahn, L. C., & Klette, K. (2023). Reactivity beyond contamination. An integrative literature review of video studies in educational research. International Journal of Research & Method in Education, 46(1), 1–18. https://doi.org/10.1080/1743727X.2022.2094356

Lipowsky, F., Stubbe, T. C., Faust, G., Künsting, J., Hadeler, S., & Bos, W. (2014). Was leisten Schülerinnen und Schüler der privaten BIP-Kreativitätsgrundschulen im nationalen Vergleich? https://doi.org/10.25656/01:9678

Seidel, T., Prenzel, M., Rimmele, R., Dalehefte, I. M., Herweg, C., Kobarg, M., & Schwindt, K. (2006). Blicke auf den Physikunterricht. Ergebnisse der IPN Videostudie. https://doi.org/10.25656/01:4489

Stigler, J. W., Gallimore, R., & Hiebert, J. (2000). Using Video Surveys to Compare Classrooms and Teaching Across Cultures: Examples and Lessons From the TIMSS Video Studies. Educational Psychologist, 35(2), 87–100. https://doi.org/10.1207/S15326985EP3502_3

Syring, M., Beck, N., Bohl, T., & Tesch, B. (2023). Klasse 6b. Eine Unterrichtswoche. Bildungswissenschaftliche und fachdidaktische Analysen. https://doi.org/10.15496/PUBLIKATION-75461

Troll, B., Pietsch, M., & Besser, M. (2023). Verhaltensbezogenes Engagement im Unterricht: Eine Analyse der Generalisierbarkeit und Zuverlässigkeit von Videobeobachtungen. Zeitschrift für Pädagogische Psychologie, 37(3), 157–171. https://doi.org/10.1024/1010-0652/a000286